Grade 11 Curriculum Map

Grade 11 Curriculum Map

GRADE 11, UNIT 1 : Writing Freedom
INTRODUCTION / Day 1 / Unit Video: Boston Tea Party
Discuss It: In what ways is the concept of “no taxationwithout representation” central to America’s identity as a nation? / Unit Goals: Reading, Writing & Research, Language, Speaking & Listening
Academic Vocabulary: Argument
Launch Text:Totally Free? (Lexile 1140L)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2
HISTORICAL PERSPECTIVES
Focus Period: 1750–1800
A New Nation
Anchor Text (Foundational Document):
Declaration of Independenceby Thomas Jefferson
Anchor Text (Foundational Documents):
Preamble to theConstitutionby Gouverneur Morris
Bill of Rightsby James Madison
Anchor Text (Speech):
Speech in theConventionby Benjamin Franklin
MEDIA (IMAGE GALLERY):
The American Revolution:
Visual Propaganda / Performance-Based Assessment Task
Mode: Argumentative Essay
Prompt: Which statement do you find most compelling for Americans today: the Preamble to the Constitution or the first sentence of paragraph three of the Declaration of Independence?
Language Development: Conventions
Standards: W.2.a-f, W.4, W.5, W.10, L.1, L.1.c / Whole-Class Learning Strategies:
Listen Actively
Clarify by asking questions
Monitor Understanding
Interact and Share ideas / Essential Question
What is the meaning of Freedom? / Unit Goals:
TG p. 4

• Read a variety of texts to gain the knowledge and insight needed to write aboutAmericanfreedoms. RI.10
• Expand Knowledge and use of academic and concept vocabulary.RI.4
• Write an argument that has a clear structure and that draws evidence from texts and original research to support a claim.W.1
• Conduct research projects of various lengths to explore a topic and clarify meaningW.7
• Note differences in language style over time and in various contexts. L.1.a
• Establishawriting “voice.”L.1
• Correctly use parallelism and verb tenses to convey meaning and enrich your writingandpresentations.L.2
• Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
• Integrate audio, visuals, and text in presentationsSL.5

Standards Covered
Reading Literary
RL.1 / Reading Informational Text
RI.1, RI.5, RI.5.a, RL.6, RI.7, RI.8. RI.9, RI.10 / Speaking & Listening
SL.1.1.c, SL.3, SL.4, SL.5 / Language
L.1.a, L.1.b, L.2, L.3.a, L.4, L.4.b, L.4.c / Writing
W.1, W.1.f, W.2.b / NOTES:
UNIT 1 Whole-Class Learning GRADE 11 Writing Freedoms
Making Meaning / Language Development / Effective Expression
Days 3-5
Historical Perspectives
Declaration of Independence:
TG p. 12-29 / Close Read
TG p. 18: Analyze Syntax
TG: p. 19: annotate
the phrases “repeated injuries” and absolute
tyranny.”
TG: p. 22: Identify mood
RI.5, L.3.a / Analyze the Text
TG p. 24
Make inferences
Interpret
Generalize
Historical perspectives
Answer the essential question
RL.1 / Analyze Craft and Structure
TG p. 25
Argumentation:
Argument
Persuasive appeals
Appeals to Emotion
Charged language
Appeals to Logic
Appeals to Authority
RI.8, RI.9 / Concept Vocabulary and Word Study
TG p. 26
Words convey ideas about
power and rights
unalienable
constrains
tyranny
assent
acquiesce
rectitude
Latin root: -rect-
L.1.b, L.3.a,L.4.c / Conventions:
TG p. 27
Changes in Syntax and Usage
Syntax
Usage
Formality
L.1.a / Writing to Sources:
TG p. 28
Editorial
W.1 / Speaking and Listening:
TG p. 29
Class Discussion
SL.1.c
First Read
Notice:the general ideas ofthe text. What is it about?
Who is involved?
Annotate: Mark vocabulary and key passages to revisit
Connect: Ideas within selection to what you already know and have read
Respond: Complete Comprehension check and write a brief summary of the selection
Making Meaning / Language Development / Effective Expression
Days 6-8
Preamble to the Constitution
Bill of Rights:
TG p. 30-39 / Close Read
TG p. 31: annotate every noun Ican find. Some of these are union, justice, and
tranquility.
TG p. 32: Mark the
adjectives that appear
Amendment VI.
RI.3 / Analyze the Text
TG p. 34
Analyze
Connect
Paraphrase
Historical perspective
Answer the Essential Question
RI.5,RI.5.a, RI.9 / Analyze Craft and Structure
TG p. 35
Author’s choices:
Structure
RI.5.a, RI.9 / Concept Vocabulary and Word Study
TG p. 36
Words that suggest legal limitations or remedies
exercise abridging petition redress infringed prescribed
Multiple-meaning words
L.4, L.4.c / Conventions and Style
TG p. 37
Punctuation for Enumeration
Serial comma
Parallel structure
L.1.a / Writing to Sources
TG p. 38
Extended Definition
W.2b / Speaking and Listening
TG p. 39
Speech
Write the Speech
Deliver the Speech
Evaluate Your Presentation
SL.4
First Read
Notice:the general ideas ofthe text. What is it about?
Who is involved?
Annotate: Mark vocabulary and key passages to revisit
Connect: Ideas within selection to what you already know and have read
Respond: Complete Comprehension check and write a brief summary of the selection
Making Meaning / Language Development / Effective Expression
Days 9-11
Speech in the Convention:
TG p. 40-51 / Close Read
TG p. 43: Annotate the words in italics
TG p. 44: Analyzing author’s viewpoint
RI.6 / Analyze the Text
TG p. 46
Draw Conclusions
Allusion
Historical perspective
Extend
Answer the Essential Question
RI.1, RI.9 / Analyze Craft and Structure
TG p. 47
Author’s Purpose: Rhetoric
Rhetorical devices
Paradox
Concession
Rhetorical questions
Tone
RI.5, RI.6, RI.9 / Concept Vocabulary and Word Study
TG p. 48
Words that are used to describe human vices and virtues
infallibility, corrupted, salutary, despotism, prejudices, integrity
Latin suffix: -ity
L.4.c / Conventions and Style
TG p. 49
Syntax and Rhetoric
L.2, L.3.a, / Writing to Sources
TG p. 50
Evaluation
W.1, W.1.f / Speaking and Listening
TG p. 51
Video recording
Discuss the Speech
Practice and Present Evaluate the Video
SL.3, SL.5
First Read
Notice:the general ideas ofthe text. What is it about?
Who is involved?
Annotate: Mark vocabulary and key passages to revisit
Connect: Ideas within selection to what you already know and have read
Respond: Complete Comprehension check and write a brief summary of the selection
Making Meaning / Effective Expression / NOTES:
Day12-13
Visual Propaganda:
TG p. 51-59 / Close Review
TG p. 53: Analyze impact of images
TG p. 54: Analyze one-sided presentation
TG p. 55: Analyze point of view with an image
TG p. 56: Analyzing the purpose of an image
RI.6, RI.7 / Analyze the Media
TG p. 58
Connect
Compare and Contrast
Historical perspective
Answer essential question
RI.5.a, TI.5, RI.7 / Concept Vocabulary
TG p. 58
Propaganda
Appeal
Symbolism
RI.7 / Speaking and Listening
TG p. 59
Multimedia Presentation
Political infomercial
Plan the Project
Consider Image Choices
Prepare the Script
Present and Discuss
SL.1, SL.4, SL.5
First Review
Look:at each image anddetermine whom or whatit portrays.
Note:elements in each image that you find interesting and want to revisit.Connect:details in theimages to other media you’ve
experienced, texts you’ve read,or images you’ve seen.
Respond: Complete Comprehension check
Performance Task: Writing Focus
Days 14-15
TG p. 60-63
Mode: Write an Argument
Prompt: Which statement do you find most compelling for Americans today: the Preamble to the Constitution or the first sentence of paragraph three of the Declaration of Independence?
Language Development: Conventions / Standards: W.a-f,W.4, W.5, W.7, W.8, W.9.b, W.10, L.1
UNIT 1 Small-Group Learning GRADE 11 Writing Freedom
Introduction Day 16
Expository Nonfiction:from America’s Constitution: A Biographyby Akhil Reed Amar
Graphic Novel: from The United States Constitution:A Graphic Adaptationby Jonathan Hennessey and Aaron McConnell
Autobiography: from The Interesting Narrative of the Life of Olaudah Equianoby Olaudah Equiano
Letter (Biography):Letter to John Adams by Abigail Adams
from Dear Abigail: The Intimate Lives and Revolutionary Ideas of Abigail Adams and Her Two Remarkable Sisters by Diane Jacobs
Speech:Gettysburg Address by
Abraham Lincoln / Performance-Based Assessment Task
Present an Argument
Prompt: Do narratives provide strong evidence to support arguments about American freedoms?
SL.1.a-d, SL.4, SL.6, PII.9 / Small-Group Learning Strategies:
Prepare
Participate Fully
Support Others
Clarify
Working as a Team
1)Take a Position
2)List Your Rules
3)Apply the Rules
4)Name your Group
5)Create a Communication Plan
Making a Schedule
Working on Group Projects / Essential Question
What is the meaning of Freedom? / Unit Goals:
TG p. 4

• Read a variety of texts to gain the knowledge and insight needed to write aboutAmericanfreedoms. RI.10
• Expand Knowledge and use of academic and concept vocabulary.RI.4
• Write an argument that has a clear structure and that draws evidence from texts and original research to support a claim.W.1
• Conduct research projects of various lengths to explore a topic and clarify meaningW.7
• Note differences in language style over time and in various contexts. L.1.a
• Establishawriting “voice.”L.1
• Correctly use parallelism and verb tenses to convey meaning and enrich your writingandpresentations.L.2
• Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
• Integrate audio, visuals, and text in presentations SL.5

Standards Covered
Reading Informational
RI.3, RI.5, RI.6, RI.7, RI.9, RI.9, RI.10 / Speaking & Listening
SL.3, SL.4 / Language
L.1, L.1.a, L.4, L.4.a, L.4.b, L.4.c, L.4.d, L.5.b, L.6 / Writing
W.1.f, W.2, W.7, W.9.b / NOTES:
Making Meaning / Language Development / NOTES:
Day 17
America’s Constitution?
TG p. 72-81 / Close Read
TG p. 76: Analyze analogies
TG p. 77: Compare attitudes
L.5.a / Analyze the Text
TG p. 79
Review and Clarify
Present and Discuss
Answer the Essential Question
SL.1, SL.4 / Analyze Craft and Structure
TG p. 80
Author’s Choices: Rhetoric
Analogy
RI.6 / Concept Vocabulary and Word Study
TG p. 79
Words relate to groups and individuals
Conclave Eminent Populist
Latin suffix: -ist
L.4.c / Author’s Style
TG p. 81
Historical Narrative as Argument
Historical Details
Numerical Data
Quotations
RI.3, RI.5
First Read
Notice:the general ideas ofthe text. What is it about?
Who is involved?
Annotate: Mark vocabulary and key passages to revisit
Connect: Ideas within selection to what you already know and have read
Respond: Complete Comprehension check and write a brief summary of the selection
Making Meaning / Effective Expression / NOTES:
Days 18-19
The United States Constitution: A Graphic Adaptation
TG p. 82-91 / Close Review
TG p. 83: Analyze composition
TG p. 84: Interpret images
TG p. 85: Interpret images
TG p. 86: Analyze text boxes
TG p. 87: Compare images / Analyze the Media
TG p. 89
Present and Discuss
Review and Synthesize
Essential Question
SL.1, SL.4 / Media Vocabulary
TG p. 89
Layout
Speech balloon Caption
L.6 / Writing to Compare:
TG p. 90-91
Informative Essay
RI.7, W.2, W.5, W.9.b
First Review
Look:at each panel and determine whom or what it portrays.
Note: elements that you find interesting and want to revisit
Connect:details in theimages to other media you’ve
experienced, texts you’ve read, or images you’ve seen.
Respond: Complete Comprehension check and writing a brief summary of the selection
Making Meaning / Language Development / Effective Expression
Days 20-21
The Interesting Narrative of
the Life of OlaudahEquiano:
TG p. 92-101 / Close Read
TG p. 95: Finding the main idea / Analyze the Text
TG p. 98
Review and Clarify
Present and discuss
Answer the Essential Question
SL.1, SL.4 / Analyze Craft and Structure
TG p. 99
Literary Nonfiction
Persuasive Purpose
slave narrative emotional appeals
RI.6 / Concept Vocabulary and Word Study
TG p. 98
Words reflect the horrific situation in which the captives found themselves
loathsome, wretched, dejected
Latin root: -ject-
L.4.c, L.6 / Conventions and Style
TG p. 100
Eighteenth Century Narrative Style
L.1.a / Writing to Sources
TG p. 101
Argument
Literary review Letter
Advertisement
SL.1a-d, W.1, W.1.f
First Read
Notice:the general ideas of
the text. What is it about? Who is involved?
Annotate: Mark vocabulary and key passages you want to revisit
Connect: Ideas within the selection to what your already know and what you have already read
Respond: Complete Comprehension check and write a brief summary of the selection
Making Meaning / Language Development / Effective Expression
Days 22-24
Letters to John Adams
from Dear Abigail:
TG p. 102-117 / Close Read
TG p. 104: Making inferences
TG p. 105: Infer author’s beliefs
TG p. 108: Make inferences
TG p. 110: Make inferences
TG p. 111: Make inferences
TG p. 112: Make inferences
RI.1, RI.9 / Analyze the Text
TG p. 114
Review and Clarify
Present and discuss
Answer the Essential Question
SL.1, SL.4 / Analyze Craft and Structure
TG p. 115
Primary and Secondary Sources
RI.9 / Concept Vocabulary and Word Study
TG p. 114
Words are about oppression and rebellion
vassals, foment, dissented
Word families
L.4.b / Author’s Style
TG p. 116
Voice
Diction
Syntax
Tone
Audience
Purpose
RI.6 / Speaking and Listening
TG p. 117
Oral presentation
Dialogue
Dramatic reading
Public announcement
SL.4
First Read
Notice:the general ideas of
the text. What is it about? Who is involved?
Annotate: Mark vocabulary and key passages you want to revisit
Connect: Ideas within the selection to what your already know and what you have already read
Respond: Complete Comprehension check
Making Meaning / Language Development / Effective Expression
Day 25
Gettysburg Address:
TG p. 118-125 / Analyze the Text
TG p. 122
Review and Clarify
Present and discuss
Answer the Essential Question
RI.9, SL.1, SL.4 / Analyze Craft and Structure
TG p. 123
Author’s Choices: Diction
RI.6 / Concept Vocabulary and Word Study
TG p. 122
Words reflect the idea of showing honor
Dedicate
consecrate
hallow
Denotation and Connotation
L.5.b, L.6 / Author’s Style
TG p. 124
Antithesis
RI.6, SL.3 / Research
TG p. 125
Research report
Comparison-and-contrast presentation
Review
Analysis of the historical context
W.2, W.7
First Read
Notice:the general ideas of
the text. What is it about? Who is involved?
Annotate: Mark vocabulary and key passages you want to revisit
Connect: Ideas within the selection to what your already know and what you have already read
Respond: Complete Comprehension check and write a brief summary of the selection
Small-Group Learning Performance Task: Speaking and Listening Focus
Day 26
TG p. 126-127
Present an Argument
Prompt: Do narratives provide strong evidence to support arguments about American freedoms?
/ Standards: SL.1.a-d, SL.4, SL.6
Overview: Independent Learning
Day 28
TG p. 128-129, 130A-130F, 130-133
Select and read a story from selections available online

• from Democracy Is Not a Spectator Sport BY Arthur Blaustein with Helen Matatov
• Reflections on the Bicentennial of the United States Constitution by Thurgood Marshall
• Speech to the Young Speech to the Progress-Toward by Gwendolyn Brooks
• The Fish by Elizabeth Bishop
• The Pedestrian by Ray Bradbury
• from the Iroquois Constitution Dekanawidah, translated by Arthur C. Parker
• ARGUMENT from Common Sense Thomas Paine

/ Standards: RL.10, RI.10
End-of-Unit Performance-Based Assessment
Days 29-30
TG p. 134-136
Mode: Review Evidence for an Argument
Writing Prompt: What are the most effective tools for establishing and preserving freedom?
Speaking and Listening Outcome: Video commentary / Standards: W.1.a-e, W.9, W.10, SL.4
GRADE 11, UNIT 2 : The Individual and Society
INTRODUCTION / Day 1 / Unit Video: Richard Blanco Reads
“One Today”
Discuss It: This poem, read by its author at PresidentBarack Obama’s 2013 inaugural, praises America as a society of
individuals. How do the details of the poem present individual Americans? What connections among individuals does Blanco see? / Unit Goals: Reading, Writing & Research, Language, Speaking & Listening
Academic Vocabulary:Personal Narrative
Launch Text:from Up From Slavery (Lexile 1090)
WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2
Historical Perspectives
Focus Period: 1800–1870
An American Identity
Anchor Text (Essay/Poetry):The Writing of WaltWhitmanby
Walt Whitman
Anchor Text(Poetry Collection): The Poetry ofEmily Dickinsonby
Emily Dickinson
MEDIA (RADIO BROADCAST):
from Emily Dickinson
from Great Lives
BBC Radio 4 / Performance-Based Assessment Task
Mode: Write a Personal Narrative
Prompt: How has my personal experience shaped my view ofindividualism? Do I see it as a guiding principle, somethingto be avoided, or a combination of both?
Language Development: Style
W.3.a-e; W.10, L.3 / Whole-Class Learning Strategies:
Listen Actively
Clarify by asking questions
Monitor Understanding
Interact and Share ideas / Essential Question
What role does individualism playin American society? / Unit Goals:
TG p. 128

• Read a variety of texts to gain the knowledge and insight needed to write about individualism.RL.8, RL.8
• Expand Knowledge and use of academic and concept vocabulary.RI.4
• Write a personal narrative that establishes a clear point of view and uses a variety of narrative techniques to develop a personal experience. W.3
• Conduct research projects of various lengths to explore a topic and clarify meaning. W.7
• Make effective style choices regarding diction and sentence variety. L.1
• Correctly use concrete, compound nouns.L.1.a
• Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
• Integrate audio, visuals, and text in presentations SL.5

Standards Covered
Reading Literary Text
RL.1, RL.4, RL.5, RL.7, RL.9, RL.10 / Reading Informational Text
RI.10 / Speaking & Listening
SL.1.c, SL.3, SL.6 / Language
L.4,b, L.4.c, L.4.d / Writing
W.3, W.3.d, W.3.e, W.9, W.9.a / NOTES:
UNIT 2 Whole-Class Learning GRADE 11 The Individual and Society
Making Meaning / Language Development / Effective Expression
Days 3-7
The Writing of Walt Whitman:
TG p. 152-169 / Close Read
TG p. 155: notice
and mark words that relate to death and rebirth.
TG p. 157:look for
sentences that end with a question mark.
TG p. 159: look for details in section 51
that indicate the speaker is using direct address.
TG p. 160: will review each line to find all the kinds of
workers that Whitman mentions.
TG p. 161: Identify the theme
TG p. 162:Using punctuation
RL.2 / Analyze the Text
TG p.164
Interpret
Summarize
Historical perspective
Answer Essential Question / Analyze Craft and Structure
TG p. 165
Poetic Structures
Epic theme
Free Verse
Anaphora
Catalogue
RL.5, RL.9 / Concept Vocabulary and Word Study
TG p. 166
Words are used to describe abundance
ampler, vast, prolific, teeming, breadth, multitudes
Latin Combining
Form multi-
RL.4, L.4.b / Conventions and Style
TG p. 167
Diction
Variety of types of words
Onomatopoeia
Words in pairs
L.4.d / Writing to
Sources
TG p. 168
Narrative account
Sensory language
W.3, W.3.d, W.3e / Speaking and Listening
TG p. 169
Oral interpretation
SL.1, SL.6
First Read
Notice:new information or
ideas you learn about the unit
topic as you first read this text.
Annotate: Mark vocabulary and key passages to revisit
Connect:Ideas within selection to what you already know and have read
Respond: Complete Comprehension check
Making Meaning / Language Development / Effective Expression
Days 8-12
The Poetry of Emily Dickenson:
TG p. 170-185 / Close Read
TG p. 172: Interpret personification
TG p. 173: Understand theme
TG p. 175: Interpret Metaphors
TG p. 176: highlight the details that describe different typesof solitude in lines 1–3.
TG p. 177: Analyze sensory details
RL.2, RL.4, L.5.a / Analyze the Text
TG p. 180
Interpret
Contrast
Answer the Essential Question / Analyze Craft and Structure
TG p. 181
Poetic Structure and Style
Exact rhyme
Slant rhyme
Paradox
RL.4, RL.5 / Concept Vocabulary and Word Study
TG p. 182
Words are used to discuss the power
of nations
emperor, imperial, treason, sovereign, captivity
Word Derivations
RL.4, L.4.b, L.4.c / Conventions and Style
TG p. 183
Parts of Speech
Abstract noun
Concrete noun
L.4 / Writing to
Sources:
TG p. 184
Blog Post
RL.7, W.3, W.3.d / Speaking and